ABI - Englisch-Abitur mit MOOCwiki vorbereiten
aiMOOCABI - Englisch-Abitur mit MOOCwiki vorbereiten
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ABI - Englisch-Abitur mit MOOCwiki vorbereiten
English first. Exam smart. Evidence based.
Use this MOOCwiki course as your central learning environment for listening, viewing, reading, analysis, writing, mediation, speaking, thematic knowledge and exam training in the Kursstufe Baden-Württemberg. You work mainly in English. German support comes later and only when context, word formation, visualisation, an English explanation and a dictionary do not solve the problem.
Target group: Englisch als fortgeführte Fremdsprache, Kursstufe Baden-Württemberg, gemeinsamer Kurs für Basisfach (BF) und Leistungsfach (LF).
Learning orientation: B2, in parts C1. The aim is not artificial difficulty, but clear communication, precise analysis, independent thinking and controlled exam performance.
Stand: 02.10.2026. Für die Kursstufen mit Abitur 2027 und 2028 wurden die aktuellen offiziellen Vorgaben des Kultusministeriums Baden-Württemberg geprüft. Der hier dargestellte Englisch-Schwerpunkt und die Pflichtwerke stimmen in den geprüften Facherlassen 2027 und 2028 überein. Prüfe vor jeder konkreten Abiturvorbereitung trotzdem immer Deinen eigenen Prüfungsjahrgang auf der offiziellen Seite.[1]
Media entry – Look, think, connect: What do you notice first? Which details suggest movement, uncertainty or hope? Which claims are visible evidence, and which are interpretations? Write three English sentences before reading any background information.
Datei:Emigrants (i.e. immigrants) landing at Ellis Island -.webm
Source check: The historical footage is not current evidence about migration today. Use it to practise observation, contextualisation and source criticism.
Your I-can goals
- Listening: I can identify gist, key details, attitude and structure in authentic spoken English.
- Reading: I can understand complex literary and non-literary texts and distinguish evidence from interpretation.
- Analysis: I can connect technique, evidence, effect and meaning instead of merely naming stylistic devices.
- Speaking: I can present a clear line of thought, respond spontaneously and develop ideas in interaction.
- Writing: I can plan, draft and revise coherent exam texts for an appropriate genre and audience.
- Mediation: I can select and reshape relevant information for a target audience instead of translating sentence by sentence.
- Thematic knowledge: I can connect migration, cross-cultural encounters, the USA and the UK to texts and media.
- Exam training: I can use operators, time, evidence, feedback and error analysis strategically.
Before you start: 8-minute diagnostic
Without notes, answer in English: What does analyse require beyond summary? How is mediation different from translation? What makes a paragraph coherent? Name one strategy for unknown vocabulary. Then listen to one short English news or education clip and write a 40-word summary.
Mark each area with green – secure, amber – partly secure or red – needs practice. Your colour is a planning signal, not a grade.
BF and LF: one course, two routes
| Area | Basisfach BF | Leistungsfach LF |
|---|---|---|
| Input | Shorter, manageable texts and media; exemplary selection | Wider range, higher text complexity and more independent material links |
| Scaffolding | More prompts, paragraph frames, vocabulary support and model structures | Less scaffolding; independent planning, synthesis and evaluation |
| Analysis | Clear focus on relevant techniques and supported interpretation | Greater depth, breadth, ambiguity and comparison across texts or media |
| Tasks | Strong structure, transparent steps, secure AFB I/II with transfer | More sustained AFB II/III, independent argumentation and synthesis |
| Pace | Smaller learning units with deliberate repetition | Faster transitions and larger material sets |
| Language | Secure B2 communication with precision growing step by step | B2 securely, with C1-oriented precision where useful and authentic |
Rule for mixed courses: Start together, then branch. BF learners may use the scaffold box; LF learners first attempt the task without it and add a second text, source or perspective.
Competency cards
| Card | Core move | BF support | LF extension |
|---|---|---|---|
| LISTEN | Predict → listen for gist → listen for detail → verify | Key-word grid and pause notes | Infer stance, implication and discourse structure |
| READ | Skim → question → scan → annotate → synthesise | Guiding questions and paragraph labels | Compare line of argument across sources |
| ANALYSE | Claim → evidence → technique → effect → meaning | Sentence starters and one focus aspect | Multiple aspects, tensions and alternative readings |
| SPEAK | Position → reason → example → link → respond | Speaking frame and preparation keywords | Counterargument, synthesis and spontaneous development |
| WRITE | Task → plan → thesis → paragraphs → revise | Paragraph checklist | Independent architecture, nuance and genre control |
| MEDIATE | Purpose → select → adapt → explain → check | Relevance prompts | Cultural framing, compression and register control |
Official focus: Abitur 2027 and 2028
For English, the checked Facherlasse 2027 and 2028 name the focus On the Move: Migration and Cross-Cultural Encounters. The thematic fields connect this focus with the USA and the UK.[2]
Important: The titles below are a canon overview, not substitutes for reading or viewing the legally provided works. This course does not reproduce complete copyrighted texts or unauthorised film sequences.
| Work | Author / director | Medium | Learning lens |
|---|---|---|---|
| Arrival | Denis Villeneuve, 2016 | Film | Language, perception, encounter, communication |
| The Third and Final Continent | Jhumpa Lahiri, 1999 | Literary text | Migration, adaptation, belonging |
| The Thing Around Your Neck | Chimamanda Ngozi Adichie, 2004 | Literary text | Migration, identity, alienation |
| Green | Sefi Atta, 2004 | Literary text | Perspective, identity, cross-cultural experience |
| Loose Change | Andrea Levy, 2004 | Literary text | Encounter, migration, social perception |
| The Southside Raza Image Federation Corps of Discovery | Luis Alberto Urrea, 2011 | Literary text | Border perspectives, identity, representation |
| The Embassy of Cambodia | Zadie Smith, 2013 | Literary text | Migration, power, visibility, belonging |
| Exterior Paint | Kit de Waal, 2017 | Literary text | Identity, family, social context |
| The Soldier’s Tale | Neel Mukherjee, 2017 | Literary text | Movement, conflict, perspective |
For LF, work across the full breadth and make independent connections. In BF, the same official focus and canon form the framework, but treatment is appropriately reduced and at least part of the mandatory works is covered according to the official BF provisions.
Thematic field: USA – ideals and realities
Use the source, do not worship the slogan: Connect historical ideals such as freedom, equality and the pursuit of happiness with specific textual evidence and with carefully sourced contemporary issues. Separate a historical claim, a present-day fact and your evaluation.
BF prompt: Explain how one symbol can represent both an ideal and a contested reality.
LF extension: Compare how two sources from different periods construct the idea of belonging. Analyse selection, framing, omissions and intended audience.
Thematic field: UK – from empire to postcolonial Britain
Use the video as background orientation, not as your only source. Build a timeline, then check key claims against a textbook, an official institution, a reputable reference work or another reliable source.
Transfer question: How can institutions, monuments and literary voices tell different stories about national identity?
Skill Lab
Listening and Viewing
Use a three-pass routine when practice conditions allow it: first predict the topic and likely vocabulary; then listen for gist and structure; finally verify details, numbers, names, attitudes and contrasts. In exam conditions, follow the exact playback procedure given by the school and official instructions.
For LF 2027/2028, the written examination includes a listening-comprehension section of about 30 minutes, followed by a 15-minute break before the writing section; the total stated working time is about 255 minutes including selection time.[3]
Feedback code: G = gist missed, D = detail confused, I = inference unsupported, N = note-taking problem, A = answer format problem. After practice, correct the cause, not only the answer.
Reading
Read with a question. Before close reading, identify text type, voice, situation and likely purpose. During annotation, mark only evidence that answers the task.
Use this evidence chain:
WHAT? claim → WHERE? precise evidence → HOW? technique or choice → SO WHAT? effect and meaning.
BF scaffold: One paragraph = one analytical claim + one short piece of evidence + one explanation.
LF extension: Test your interpretation against ambiguity, contradictions, structure and a plausible alternative reading.
Context vocabulary: English before German
When you meet an unknown word, follow this order:
- Context: infer meaning from contrast, example, cause, tone and grammar.
- Word formation: identify root, prefix, suffix and word class.
- Visualisation: connect the word to an image, situation or concept map.
- English explanation: paraphrase it in simple English.
- Dictionary: check meaning, collocation, pronunciation and register.
- German help: use a German equivalent only if uncertainty remains.
| Word family | Meaning network | Useful collocation |
|---|---|---|
| migrate – migrant – migration – migratory | movement and relocation | migration patterns |
| belong – belonging | identity and connection | sense of belonging |
| displace – displaced – displacement | forced movement | displaced people |
| assimilate – assimilation | cultural adaptation | cultural assimilation |
| marginal – marginalise – marginalisation | power and exclusion | social marginalisation |
Language, thought and cross-cultural communication
After viewing, separate the speaker's claim, example, evidence and interpretation. Then formulate one question you would need to research before using the talk as evidence in an essay.
BF: Summarise one argument accurately in 80–100 words.
LF: Evaluate how convincingly the talk links linguistic examples to broader conclusions, using at least one additional reliable source.
Analysis
Do not write a device catalogue. Analysis explains how choices create meaning in context.
Core paragraph: The text presents X as ... . This becomes visible in ... . The use of ... foregrounds ... . For the reader/viewer, this can ... . In the wider argument, the choice supports / complicates ... .
Possible focuses include narrative perspective, characterisation, imagery, contrast, syntax, diction, register, structure, sound, framing, camera work, editing, lighting, music, data visualisation and source selection.
BF: Choose the two most relevant aspects.
LF: Prioritise aspects, link them, and discuss tensions or limits in your interpretation.
Speaking
Train both monologic and dialogic speaking. Recordings are optional and should remain private unless you actively choose to share them. No recording should be uploaded automatically or sent to an external AI service.
60-second speaking drill: State a position, give one reason, illustrate it, qualify it, and link back to the question.
Partner feedback: Listen for clarity, evidence, interaction, range, accuracy and repair strategies. Give one precise praise and one next step.
For BF course practice, the official provisions across the four semesters include monologic and dialogic speaking; the stated practice contributions are approximately five minutes monologic and ten minutes dialogic. Do not confuse these course requirements with the exact format of a particular year's final oral examination; check the current examination documents.
Writing
Before writing, decode the operator and audience. Then create a one-sentence thesis and a paragraph map.
Revision pass 1 – content: Did I answer the exact task?
Revision pass 2 – evidence: Is every major claim supported?
Revision pass 3 – organisation: Does each paragraph have one function?
Revision pass 4 – language: Check tense, agreement, articles, prepositions, word form, collocation, punctuation and register.
Revision pass 5 – precision: Replace vague words such as thing, good, bad, shows where a more exact expression improves meaning.
In the LF written exam, the writing section offers a choice between a literary and a non-literary text basis. Typical work includes reading comprehension or focused summary, analysis and a personal or creative writing task in a suitable genre. Follow the wording and operator of the actual paper.
Mediation
Mediation is purpose-driven transfer, not line-by-line translation.
Use P-S-A-C: Purpose – What does the recipient need? Select – Which source information matters? Adapt – What needs explanation or cultural framing? Check – Is the output accurate, concise and appropriate?
BF scaffold: Highlight relevant source information before writing.
LF extension: Compress competing points, explain culture-specific concepts and control tone for a clearly defined audience.
Operators from 2027
From the 2027 examination year, use the revised IQB operator guidance for modern foreign languages as a reference.[4]
analyse / examine: Explain relevant features in detail and support the explanation with evidence, relating content to language, form or structure.
assess / evaluate: Develop a well-founded judgement about value, quality or significance and support it with reasons, evidence or examples.
Training rule: Circle the operator, underline the object of the task and box the required perspective before you begin.
Feedback, error analysis and independent revision
Use feedback to produce a second version. A comment without revision is unfinished learning.
- Diagnose: Name the error pattern, not just the individual mistake.
- Priority: Choose one high-impact issue first.
- Revision: Rewrite the affected sentence or paragraph yourself.
- Transfer: Create one new example where the same rule or strategy applies.
- Self-check: Revisit the issue in the next timed task.
Error log columns: date | task | error pattern | corrected example | reason | strategy | checked again.
AI and source literacy
Use AI tools, if your school permits them, as a question generator, language checker, debate partner or feedback prompt – not as a replacement author for assessed work. Write the analysis and final answer yourself.
Never assume an AI-generated claim, quotation, page reference or source is correct. Verify factual claims and citations in the original source. Do not invent quotations from the mandatory works.
Do not send private recordings, personal data, classmates' work or complete copyrighted texts to external AI systems without explicit permission and a clear legal basis. Use fictional personal data for simulations.
If AI support is used, follow your school's transparency rules and keep enough notes or drafts to show your own reasoning and revision process.
Exam simulations
LF simulation: written examination
Goal: Rehearse the official sequence without reproducing protected exam papers.
- Listening simulation: Use a lawful, previously unknown English audio source. Work under the current listening conditions and answer a mix of multiple-choice, matching and short-answer items.
- Break routine: Use the official transition time to reset physically; do not continue hidden work on the listening task.
- Writing simulation: Use one public-domain, openly licensed or teacher-created literary or non-literary text. Complete focused comprehension, analysis and a genre-appropriate writing task within the current time frame.
- Self-assessment: Mark evidence, operator fulfilment, coherence and language patterns before checking feedback.
- Second draft: Rewrite only the weakest paragraph, then explain what improved.
LF challenge: Add a second source or visual and integrate it without losing focus.
BF simulation: structured oral and course skills
Use a manageable source of about one page, one image or a short audio. Prepare key words, not a script.
Round 1: Give a short monologic response with a clear opening, two developed points and a conclusion.
Round 2: Discuss a related question with a partner. Ask for clarification, respond to the other person's argument and develop at least one shared conclusion.
Round 3: Complete one short mediation or writing task to connect oral and written competence.
BF support card: claim → reason → example → link.
Direct feedback card
After every simulation, complete:
I did well when ...
My strongest evidence was ...
One recurring error is ...
My next revision move is ...
In the next timed task I will ...
Do not replace this reflection with a score alone.
Abi-Check
You are exam-ready when you can demonstrate the following without copying a model answer:
- Listening: I can recover after missing a detail and keep listening for structure.
- Reading: I can find evidence quickly and distinguish summary from analysis.
- Analysis: I explain effects and meaning instead of listing devices.
- Speaking: I can respond, clarify, qualify and develop ideas spontaneously.
- Writing: I answer the operator, control genre and revise high-frequency errors.
- Mediation: I select for purpose and audience rather than translate everything.
- Thematic knowledge: I can connect migration and cross-cultural encounters with the USA, UK and mandatory works.
- Source literacy: I verify current claims and distinguish primary, official, scholarly and journalistic sources.
- AI literacy: I can document support and defend my own reasoning.
- Exam management: I know my current year's official format, permitted aids and timing.
If three or more items are still amber or red, take the matching skill lab again before starting a new full simulation.
Follow-up course
Move next to Englisch Abitur - Listening, Englisch Abitur - Reading, Englisch Abitur - Text Analysis, Englisch Abitur - Writing, Englisch Abitur - Mediation, Englisch Abitur - Speaking, Migration and Cross-Cultural Encounters, USA - Ideals and Realities or Postcolonial Britain according to your weakest competency card.
Interaktive Aufgaben
Quiz: Teste Dein Wissen
Which level is the main learning orientation at the end of the Kursstufe? (B2, in parts C1) (!C2 in every skill) (!A2 only) (!Native-speaker level)
What is the checked English focus topic for Abitur 2027 and 2028 in Baden-Württemberg? (On the Move: Migration and Cross-Cultural Encounters) (!Artificial Intelligence and Robotics) (!Shakespeare and the Renaissance only) (!Global Economy and Finance)
What mainly distinguishes LF from BF in this course? (Greater breadth depth complexity and independence) (!A completely different language) (!No speaking tasks) (!Only vocabulary tests)
What is the best first move with an unknown word? (Use context clues) (!Translate every word immediately) (!Skip the complete paragraph) (!Invent a German meaning)
What makes analysis different from a device list? (It links evidence technique effect and meaning) (!It gives only a plot summary) (!It avoids textual evidence) (!It names as many devices as possible)
What is the central principle of mediation? (Select and adapt information for purpose and audience) (!Translate every sentence literally) (!Add personal facts) (!Copy the source structure exactly)
Which work in the checked canon is a film? (Arrival) (!Loose Change) (!The Embassy of Cambodia) (!The Third and Final Continent)
What should happen after useful feedback? (You revise your own work) (!You only record the score) (!You delete the first draft) (!You ask someone else to rewrite everything)
How should an AI-generated quotation or source be treated? (It must be verified in the original source) (!It is automatically reliable) (!It needs no author) (!It can replace reading the work)
What should you check before a real Abitur simulation? (The official rules for your own examination year) (!A random older examination format) (!Only social media advice) (!Only the title of the focus topic)
Memory
| Analyse | Evidence effect and meaning |
| Mediation | Audience-oriented transfer |
| Thesis | Central claim |
| Cohesion | Connections across a text |
| Scaffolding | Structured learning support |
| Register | Language appropriate to situation |
Drag and Drop
| Ordne die richtigen Begriffe zu. | Thema |
|---|---|
| Listening | Gist and detail |
| Reading | Line of argument |
| Analysis | Technique and effect |
| Mediation | Purpose and audience |
| Writing | Plan and revision |
Kreuzworträtsel
| Thesis | What is the central claim of an argument called? |
| Register | Which term describes language chosen for situation and audience? |
| Evidence | What supports an analytical claim with concrete textual proof? |
| Mediation | What is the purpose-driven transfer of relevant information called? |
| Cohesion | Which term describes linguistic connections that hold a text together? |
| Rhetoric | Which field studies persuasive language and techniques? |
LearningApps
Lückentext
Offene Aufgaben
Leicht
- Listening Log: Choose a short legal English audio source, note gist and five key details, then identify one listening problem and one strategy that helped.
- Vocabulary Map: Build a visual word-family map for ten words connected with migration, identity or belonging; explain every target word first in English.
- Image Analysis: Analyse one Commons image from this course in 120–150 words using observation, evidence and interpretation.
- Operator Cards: Create four small cards for current operators; each card contains a plain-English meaning, one task example and one common mistake.
Standard
- Comparative Analysis: Compare how two legally available sources construct belonging; BF uses a guiding grid, LF defines its own comparison criteria.
- Mediation Challenge: Turn a short German information text into an English message for a clearly defined fictional recipient; select only relevant information.
- Three-Minute Talk: Prepare and deliver a three-minute English response on migration or cross-cultural encounters; use notes rather than a full script.
- Timed Writing: Complete one teacher-created or openly licensed exam-style writing task, apply the feedback card and revise the weakest paragraph.
Schwer
- BF-LF Prüfungssimulation: Design parallel BF and LF versions of the same task so that complexity, support, breadth and independence differ in a defensible way.
- Source Dossier: Build a small dossier on one current USA or UK issue using at least one official or primary source and one reputable journalistic or scholarly source; document publication dates and limits.
- Cross-Media Analysis: Connect one mandatory work with a legally available image, speech, data visualisation or historical source without reducing either source to a simple illustration.
- AI Audit: Ask an approved AI system for factual claims about one course topic, verify each claim independently, document errors or uncertainties and write the final judgement yourself without submitting personal data or copyrighted full texts.
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Lernkontrolle
- Transfer Analyse: You receive a new short text and image on cross-cultural encounter. Develop one interpretation that uses evidence from both media and explain where the two sources complicate each other.
- Operator Transfer: Rewrite a weak response to an analyse task so that it fulfils the current operator more precisely; justify three revisions.
- Mediation Transfer: Select information from a German source for two different English-speaking audiences and explain why your selection and register change.
- BF-LF Differenzierung: Transform one BF task into an LF task without merely making it longer; explain how complexity, independence and AFB II/III increase.
- Fehleranalyse Transfer: From a fictional learner text, identify two recurring language patterns, design a correction strategy and create one new sentence to test each strategy.
- Quellenkritik: Compare an AI-generated claim, an official source and a journalistic source about the same current issue; decide which claims are verifiable and explain the limits of each source type.
Lernnachweis
For a meaningful learning record, document what you can actually do. Include a dated competency self-check, one listening result with error analysis, one annotated reading, one analysis paragraph before and after feedback, one speaking reflection, one mediation task, one timed writing task, one verified thematic source dossier and a final Abi-Check. BF work should show secure, structured competence; LF work should additionally show greater depth, synthesis, independence and controlled handling of complex material.
No external media, recordings or AI output are required inside the Lernnachweis itself. Private recordings may remain private.
OERs zum Thema
For further legal practice material, use the official IQB task pool and the current documents of the Baden-Württemberg Ministry. Do not assume that an older task automatically represents your current exam format.
Offizielle und offene Quellen
- Ministerium für Kultus Baden-Württemberg – Termine und Informationen zum Abitur: aktuelle Facherlasse und Prüfungsinformationen nach Jahrgang.
- Bildungsplan Baden-Württemberg – Englisch als erste Fremdsprache: Kompetenzorientierung und BF/LF-Differenzierung.
- IQB – Begleitende Dokumente Sekundarstufe II: aktuelle Operatoren und weitere Dokumente.
- IQB – Aufgaben: offizielle Abituraufgaben und Aufgabenpools, soweit veröffentlicht.
- Wikimedia Commons: Medien dieses Kurses stammen aus frei zugänglichen Commons-Dateien; Lizenz und Urheberangaben stehen jeweils auf der Dateiseite.
- YouTube: Eingebettete Bildungsmedien verlinken auf die jeweiligen Anbieter. Prüfe Verfügbarkeit und Nutzungsbedingungen; vervielfältige keine urheberrechtlich geschützten Inhalte.
- ↑ Ministerium für Kultus, Jugend und Sport Baden-Württemberg: Termine und Informationen zum Abitur, dort Facherlasse 2027 und 2028.
- ↑ Ministerium für Kultus, Jugend und Sport Baden-Württemberg, Facherlasse Abitur 2027 und 2028, Fach Englisch, abrufbar über die offizielle Abitur-Seite.
- ↑ Facherlasse Abitur 2027 und 2028 Baden-Württemberg, Fach Englisch, Leistungsfach.
- ↑ IQB: Begleitende Dokumente Sekundarstufe II, aktuelle Operatorenlisten.
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